This paper explores the ways in which success in school is constructed by a majority White teaching staff during day-to-day classroom practices and schoolwide policies, such as the disciplinary systems at a “no-excuses” charter school in one of the largest urban districts in the U.S. Stakeholders were assessed by interviews and observations during a year-long situated ethnography with an analysis of teachers’ dispositions and actions. As “no-excuses” public charters are proliferated across the country due to purported students’ success, it is important to understand how success in school is conceptualized and measured by teachers.

中文翻译：

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“原始情报无助于您”：探索一所“无借口”特许学校中教师对成功的构想

本文探讨了大多数白人教职员工在日常课堂实践和学校范围内的政策中，例如在最大的城市之一的“无借口”特许学校的纪律制度中，如何构建成功的学校的方式。在为期一年的民族志研究中，通过访谈和观察对美国利益相关者的不同地区进行了评估，并对教师的性格和行为进行了分析。由于所谓的学生成功，在全国范围内激增了“无根据”的公共宪章，因此了解教师如何概念化和衡量学校的成功非常重要。